Female students outperformed their male counterparts in all areas. Similarly, Whites outperformed Blacks regardless of the type of school they attended. In fact, Whites were the highest performing subgroup and Blacks were the lowest performing subgroup. While the performance for both Whites and Blacks improved over time, Whites outperformed Blacks in every year studied. You must record all answers in this Test & Answer Booklet. Directions Read each question carefully and then answer it as well as you can. You may not use a calculator during this session. Black students had the lowest performance in each year studied however, of all the groups studied, Black students had the sharpest increase in performance between 20. Grade 4 Mathematics SESSION 1 This session contains 11 questions. White students had the highest performance in each year studied. However, Title I schools decreased the achievement gap over time. The results of the study revealed that during the years of 2004, 2008, and 2012, students who attended Non-Title I schools performed at a higher achievement level then their Title I peers. Elementary schools served as the unit of analysis for the study. Dependent variables were math and reading achievement. Gender and ethnicity were controlled variables. Non-Title I School), and the repeated measure over time was the years that these students were tested (2004, 2008, and 2012). The independent variable was the type of school the student attended (Title I School vs. A Repeated Measures Analysis was conducted to gain an understanding of the effects federal Title I funding has on the achievement of low socioeconomic status students. Data used were collected from the Alabama State Department of Education. The study was limited to the aggregated longitudinal school data of fourth grade students on the Alabama Reading and Math Test (ARMT). In an effort to determine if Title I schools are successfully closing the achievement gap of Title I and Non-Title I schools, a quantitative and ex-post facto design was used to analyze the data. The purpose of this study was to determine if there is a difference over time on standardized test scores for reading and math between fourth grade students attending Title I and Non-Title I schools in three select school systems within District 8 of North Alabama.
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